The list of resources provided by this steering committee are for (non/fiction) print materials written for a student audience. However, the committee does caution that they are a “non-governmental body” and as such their “list” is not necessarily endorsed as “approved” resource. Click on the picture taken from their webpage for the link.
The link I am including for this post is one to BCs own Thinking Consortium. The resources available range from some primary documents to lesson plans to teach critical thinking to students. For example one document is a downloadable overview to their protocol for investigating images.
So this link is to another book (Hey I am a librarian) and the write up about this book calls it a, “must have for every school library” (see the last paragraph of the summary).
The title of the book is actually “Residential Schools: With Words and Images of Survivors.” The “of survivors” part struck me, because it is only those ones who are left to tell the tale . . . and if it is not told, then it becomes something we miss out on learning from.
Recently released, the link is to an 40 page e-book which has resources/stories about the history of residential schools in British Columbia. There are videos, primary documents, and classroom activities. For those of you who like hardcopies, there is an internal email link to obtain your own recyclable paper copy. 🙂
Wow! I did not know this website existed. Three dimensional room-scapes and space-scapes. Videos and interviews with First peoples. Now I just have to think how to share with staff so it doesn’t just become a check off box.
I have been around the block a few times and have never to my conscious knowledge seen this document Overview of the Collaborative Community Literacy Planning Process
I include this as a means of understanding what values my school district was driven by in the past, and where, if anywhere these intentions ended up.
Only perused this site a little so far mostly because it is a government site and it is 2012. I am however, interested in finding out what they think “a success story” is, and what makes it one. Hare had discussed the success of the Aboriginal Strong Start program and wondered if these were connected.
Have you seen the YouTube video of magnetic putty? One of them is here if you need a quick look (42 s. pt). To me Indigenous peoples are the magnet and the “new” K-7 curriculum is the magnetic putty. As you see in the video the putty is attracted to the magnet, but eclipses the magnet as it reforms itself over top.
My intent is not to disparage any of those nouns mentioned, however being on the inside I sometimes think it is still up to those in the trenches to communicate the royal commission ideals, and decolonized directives, and shared learning expertise. A great deal of which they don’t know.
My link isn’t the YouTube video, it is, in fact, the K-7 Curricular document.
So being a teacher-librarian at 2 elementary schools, means one facet of my work is providing points of connection between what is known and what is not known. One of the ways I have introduced children (who are amazingly understanding and amazingly myopic–aren’t we all?) to the concept of “other” is through First Voices. The sound of communication between individuals in a people group is one way children understand “same, yet different.” First Voices has two apps that you can download for 2 of the languages of First Peoples of BC. Their requests for “how do they say . . . .?” are fast and furious because they understand the fundamental part communication plays.
Same, Same and Different is also the title of a great children’s book if you have any more room for reading.
The Tyee’s take on the current relationship between Premier and First Nations
How do people create a space for communication and coexistant respect when so much ground work needs to be in place?
With or without technology, how do the conversations–respectful, attentive conversations–happen for those in positions to lead?